Embedded Files
Module: Professional Identity
- Past, Present, Future
My Pepeha
Tena koutou Katoa
Ko Maungakiekie te maunga
Ko Kauaeranga te awa iti
Ko Rangitata te waka
Ko Creegan toku whanau
Ko Terry toku papa i te wa e ora ana
Ko Pamela toku mama
Ko Louise Jane Ai -Min toku ingoa
Key Insights
I was born at National Woman’s Hospital in Tamaki Makaurau - Auckland. I am the youngest of four children to new immigrant parents who arrived independently from England to Aotearoa on their travels, seeking new opportunities. My mother was the nanny to the three young children of a navel officer and his wife who resided in Devonport.
My third name ( Ai-Min) means Love and People, and was gifted to me by the crew of a Chinese merchant ship in Auckland Harbour when I was born. The crew were invited to the house to celebrate. I am a first generation Pakeha in Aotearoa from my family, descended from a black woman in the Caribbean, enslaved by white men. Her son became one of the first black teachers in England in the 1800’s.
My parents grew up during WW2 and they experienced hardship, loss, financial hardship and yet determination, resilience and a sense of purpose. They navigated their way to New Zealand through their own motivation, strength and sense of determination, adventure and independence. I have encapsulated that same sense of fierce independence, since being at Play Centre as a preschooler on the North Shore of Auckland. Mum and Ad had a small house built where land was cheap because the Harbour Bridge was yet to be built.
Growing up, my parents were politically active and outspoken. My father was a strong union man and he became involved in a number of local and international campaigns to stand up for worker’s rights. In the 1970’s, he was involved in the Waterside Workers fight for better conditions in Fiji, documented at the time on the front page of the Herald. My mother was one of two woman who petitioned parliament to have a hospital built on the North Shore after a fellow Play Centre mother died during an asthma attack on her way to Auckland Hospital. I still remember attending a hangi at Bastian Point during the occupation and Mum campaigned against the Vietnam War and nuclear ships arriving on our shores.
My family were all actively involved in the fight against apartheid during the Springbok Tour in 1981, resulting in attacks on our house, court appearances and a lot of challenges, threats, abuse, fear, and obstacles. My mother’s T.V footage still appears on T.V now from the archives and she was invited to meet Nelson Mandela when he visited following his release from prison. We were brought up to fiercely stand up for what counts, for justice and equality. Two Black Power members chaperoned my mother to her court appearance in Hamilton during the protests for her own protection - a unique moment where a Pakeha pseudo middle class woman stands side by side her comrades on an equal footing to stand up for justice -
Ka nohi te ka nohi. Respect, mana, eye to eye. (Tami Iti, 2015)
On the streets of Auckland as a child during the protests, we would chant:
Amandla! Amandla Ngawethu!
Power! Power to the people!
This learning about social injustice at such an early age established the grounding that has led to my present identity - both personally and professionally. It makes me who and what I am as a woman, a mother, partner, a sister, daughter and as an educator in my role as an RTLB.
This resonates with the TED talk by Tame Iti (2015) who talks about Mana and challenging authority and injustice. I believe that change comes about when people are prepared to put themselves on the line and stand up when it counts, say what may be uncomfortable, challenge the norm and advocate for change and equality.
I now live in Sandringham, Auckland, with my partner Emil and my treasured boy Tomas who attends Edendale Primary School. We love climbing our local Maunga and going camping in the Coromandel State Forest and visiting family on Aotea, Great Barrier and in the South Island.
My Mother. Hamilton. 1981
Role Models:
My role models are the strong women who have influenced me growing up in New Zealand and in my present personal and professional life. The woman I read about, hear about, observe and listen to.
Nina Simone, Helen Clarke, Rosa Parks, Hillary Clinton, Jermain Greer, J.K Rowling, Helen Kelly, Tracy Chapman, Keri Hulme, Dame Whina Cooper, Marie Good-Year Smith (J.P), Pat Darwent, (former D.P and teacher at Fervona Primary, Mangere, Auckland), Gaynor Brown (former colleague and Head of Northern Health School Mental Health Unit , Auckland), Jacinda Ardern, my mother and my sister - (a Rural G.P and outspoken advocate for good practice and equality for rural communities in Aotearoa)
When times get tough, we don’t give up.
We get up.
Barack Obama
Ehara Taku toa i te toa
Takitahi,
Engari he toa
Takitini
My strength is not mine alone, it is the strength of many.
Role Models young and old:
My niece, representing Ngāti Tahu in 2021 for the Covid 19 vaccination drive.
Learning and showing positive leadership which aims to protect people is a strong theme for my family and is inter - generational.
Don’t give up!
I believe in you all!
A person is a person, no matter how small!
Dr. Seuss
Theorists that resonate.
Jean Piaget’s Schema theory that informed my Play Centre journey as a parent educator resonates with me whenever I read a new request for support in my role as liaison RTLB. I return to it frequently in my meetings with parents and schools, looking at behaviours and strengths and what that behaviour might be telling us.
https://www.playcentre.org.nz/2019/11/what-are-schemas/
Communities of Practice Learning -
In reflecting on the reading by Etienne Wenger (2020) - Communities of Practice
What is a Community of Learners?
A process of collective learning
A group of people with a common interest and goal who want to learn together for a common purpose
Kahui Ako in my liaison schools - I have been fortunate to be able to work with one of the Across School Lead teachers in our Kahui Ako o Waitemata.
I have collaborated on a friendship intervention, Circle of Friends, to support diverse learners in a collaborative way in a Year 5 / 6 ILE. The teacher has also shared and collaborated with me on a Social Skills programme developed by the Kahui Ako which I plan to facilitate at Western Springs College.
Collectively, we share a passion to facilitate learning in a genuinely collaborative way, led by students in a peer supported and learning centred programme. It has been invaluable to share our strengths and learning to up skill and equip our learners.
Professional Philosophy and background
I come to the role of RTLB as an experienced Jack (Jacqueline?) of all trades and master of some. I started teaching secondary English and Drama at Nga Tapuwae College in Mangere, Tamaki Makaurau, Auckland. Much of my philosophy at that time was to facilitate, whilst guiding peer support and student leadership opportunities. I think I was pretty good at teaching students to lead others with mana and they were fantastic kids. Leaving for my extensive travels through South East Asia and on to London, I was fortunate to secure a role in the Pupil Support Service in Kensington and Chelsea, working full time in a Support Teacher role at one of London’s biggest and socially liberal and inclusive multicultural inner city schools, Holland Park School in Notting Hill.
Some years later, I was asked to join a newly established multi disciplinary team of professionals, working within Social Services (seconded from Education) for Children, Looked After.
Children in State care are our most vulnerable in society and currently, Aotearoa is lagging significantly behind our international counterparts in terms of resourcing, awareness and profile. Working on the front line of Child Protection was both challenging and rewarding. We had some wonderful times taking our students to shows and performances almost weekly at the Royal Albert Hall. What opportunities. What challenges. We had students who were desperate, vulnerable, depressed and self harming in high profile mental health units. Young mothers, neglect, abuse. What kept us going was working collaboratively, sharing our knowledge, advocating passionately and trusting our instincts, even when this meant rocking the waka.
Returning to Aotearoa to become a mature parent to my much loved boy, I chose to be a part of his early education through the Play centre Association . I firmly believe in the philosophy of Learning through Play and believe that it is invaluable for every child growing up. The value of play can not be underestimated. I enjoyed using Te Whariki as the basis of our learning portfolios at Playcentre and the rich learning opportunities we had within our courses of learning. I had the role of School Transition at Maungawhau Playcentre, establishing connections with schools. I am passionate about effective transitions and I know it can be effective. I think Te Whariki should branch into the new entrant years at school to better support children. I have benefited from a vast amount of Professional Learning over the years, mainly in the area of Social Emotional Wellbeing, Attachment and Theory.
My skills and values are:
Active listening
Life experience / empathy and understanding
Experience of diversity within family
Play based learning opportunities
Peer supported and facilitated programmes of learning
Social Emotional Learning programmes
Consistent high expectations of every student
Equality in education
Validating and utilising student voice
Story telling
Drama skills to enhance collaborative learning and play
My current Practice:
My current professional identity is strengthened by my life experience - varied, unique, international, but with firm foundations in Aotearoa. I still passionately believe in peer support and student led initiatives to empower and up skill our Tamariki. I am always observing and commenting on opportunities for student leadership. My thought leaders are those people I find myself taking note of - snippets of wonderings that have meaning for me - a parent, a teacher, a family friend, someone speaking on the radio. More recently, the Better Start Professors Gail Gillon, and Angus Macfarlane. I enjoy listening to podcasts from Nathan Mikaere Wallis and I have recently been inspired by attending a presentation by Judge Andrew Becroft.
For my own learning, I am eager to develop and learn more about:
Student Voice opportunities
The Early Literacy approach
Developing student led initiatives within the context of the RTLB practice sequence
Continuing to explore and develop Social Emotional Programmes with the Tuakana Teina principle.
My community of Practice:
My RTLB Cluster is my community as well as my child's school but also the two schools I work in as liaison RTLB. We work collaboratively to guide safe and positive practice, putting student and whānau wellbeing at the centre of the circle. My Play Centre network is still strong and I continue to learn alongside other parents as we navigate our children’s path through school.
References:
READINGS
Wenger, E. (n.d). Introduction to Communities of Practice. Retrieved 28 December, 2020, from https://articulateusercontent.com/rise/courses/DX4onY__zcodRurtxVUl5nrtfO0h77QO/qzVPpCC_iSay8 lxm-Wenger-Introduction-to-communities-of-practice.pdf
Media:
https://www.youtube.com/watch?v=ahv_1IS7SiE&feature=emb_logo Tami Iti. (2015, June 18). Mana: The power in knowing who you are. [Video]. TEDxAuckland. https://www.youtube.com/watch?v=qeK3SkxrZRI&t=635s&ab_channel=TEDxTalks
Module: Professional Learning
Key Insights:
Digital Literacy:
One aspect of the module that was good learning for me was the Referencing section of Digital Literacy.
APA referencing: Video support from Dr Lilia Sevillano ( 2009, Massey University)
Important to remember that referencing is an acknowledgement of other’s ideas and work,
Must reference other’s opinions, theories, statements, claims as well as data
Massey use prescribed referencing format - APA referencing
Why? Distinguishes my ideas and the ideas of others.
It’s a research skill
It directs the reader to further learning areas
Avoids any issue over plagiarism
APA referencing guidelines:
In text:
Direct quotations to show exact words
When summarizing
SHORT:
40 words or less.
Use quotation marks.
State source, date and page.
“ “ ( surname, year, pg.147)
LONG:
More than 40 words.
No quotation marks.
Should be indented 5 spaces from the left margin.
Use the same spacing as in the rest of the assignment text.
Same font size.
Full stop at the end of text and not after the in - text reference.
No full stop at the end of the in- text reference.
In-text reference comes at the end of the quote.
END OF PAGE REFERENCING:
By authors name, alphabetically
Leave a space between references
Journal articles:
Title of journal in Italics
Reflecting on the TED talk Why it’s worth Listening to People you disagree with, ( Wood, 2018) it reminded me of a discussion I listened to this week on National Radio whilst driving between Liaison schools.
The Human Rights Commission in Aotearoa has this week started talks with protesters in Wellington. Paul Hunt has started conciliatory talks with anti mandate protesters.
Commenting and reflecting on this with friends and colleagues, (prior to watching the TED talk) I commented that in order to forge a way ahead, I agree that the Commissioner has a role to play in this regard. However, I don't agree with giving 'air time' to people or ideology of extreme views as Wood advocates. This generates pain and suffering for those who least need it and I don't think that is an acceptable way to move ahead. I do admire his bravery however - putting himself into very uncomfortable territory to learn about how others think, feel and behave as a result.
What it might mean for my practice as an RTLB:
We don’t have to like what we hear, or agree with it, but it can enable us to broaden our perspectives and understandings on issues we have strong feelings about, however, consideration to how we do that is what counts.
References:
Media:
Massey University. (2009, July 27). APA Referencing :The Basics. [Video].
YouTube https://youtu.be/SOEmM5gmTJM
Wood, Z, (2018, 10 May). Why it’s worth listening to people you disagree with. [Video]. TeD Why it's worth listening to people you disagree with | Zachary R. Wood
Module: Professional Wellbeing
Key Insights:
Having read the Kaiaranga article Practising Fiercely: Fulfilment through Stance, Supports and Stamina, (Holley Boen, 2018) it was reassuring to read some of the honest feedback and narrative from specialist teachers in the research.
Holley Boen (2018) comments that “Along the way, they (specialist teachers) (re)storied themselves as change agents for a more fair and equitable society and found fulfillment from the most difficult aspects of their working lives". Teachers who are committed and passionate do find fulfillment in fulfilling others - I think in essence, that is why we decide to go teaching as a profession. The key is to find ways to keep it challenging enough (through stance) that results in increased and sustained stamina. Having a solid grounding for support enables that to happen.
“ Stamina is the longer-term ability to enact one’s professional beliefs; the continual dance between comfort and disruption that keeps practice fresh, challenging and moving forward”. (Holley -Boen, 2018,19(2), 9-18)
How do I bring who I am to what I do?
Be brave - speak up, challenge respectfully, and advocate for change
Keep saying what needs to be said, until the right person hears it and does something about it
Don’t allow people to go unchallenged
I try to challenge my learners through every initiative and intervention.
Challenge students to be their best and to challenge themselves and take leadership responsibilities - to step up.
Have every belief that they can do it.
Celebrate their successes with whānau, in the classroom, with their peers
Set goals with an eye on high expectations for every learner
Utilize and Enable creativity to flourish ( playing to student strength) song, waiata, prayer, music, and games.
Student voice at the heart of the goal setting - with a view to creating opportunities for student led panels within schools and Kahui Ako
Opportunities to establish and develop meaningful Tuakana Teina learning opportunities.
SUPPORTS / STAMINA:
I believe it is about balance - the ‘add ons’ are also important, such as yoga, eating well, enjoying food and company, exercise and spending time with people who stimulate and ground us. We all need people in our lives who will ‘have our backs’ when things are tough. It’s about taking some time to nourish ourselves. Breathing, resettling, calming as well as cardio exercise. I love to walk and climb our local maunga. I love to play games with my boy. He reminds me of why I do my job - because Every Child Matters.
What it might mean for my practice as an RTLB:
Max Pierret said in our Specialist Teaching block course in Feb 2022:“Language is Important”
Wonderings and reflections: Using the terminology of Specialist Teaching
Are we in fact setting ourselves up to perpetuate the notion that we can ‘fix’ a situation by being labelled specialist teachers?
When I see a ‘specialist’ it would be in the medical profession and I would be seeking their medical expertise. Whānau may see this term and assume that we are the ‘experts’?
References:
Holley-Boen, W. (2018). Practising Fiercely: Fulfilment through Stance, Supports and Stamina. A Participatory Narrative Inquiry of Specialist Teachers' Practice in Aotearoa. Kairaranga, 19(2), 9-18.
Module: Autism overview
I found the Ted Talks and discussion points around the terminology particularly relevant and interesting.. I had no idea that the term 'Neuro diversity' coined by Judy Singer dates from the 90's - we seem to only hear the terminology being used in far more recent contexts and conversations.
Key Insights:
MOE and MOH have agreed to no longer use the term ASD and will now use the term AS - Autism Spectrum. This is timely and long overdue.
Pleasing to know that as well as the various Charities that have such excellent information for families and teachers, the Ministry of Health also have good information booklets available online.
I think the idea that the Language we use can carry an unconscious assumption is accurate and relates to the way we talk about so many people of diversity.
What this might mean for my practice as an RTLB:
Finding ways to push our diverse learners into uncomfortable territory so that they can learn and master the skills that will enable them to be the best that they can be, respectfully.
The ABC news documentary entitled 'Non Verbal Girl with Autism speaks through her computer' (ABC News 2012) reminded me to constantly look for ways for diverse students to excel.
Respectfully challenging school leadership and teachers to find ways for neuro diverse learners to demonstrate their learning in ways which suit them and work to their strengths.
Is there or can we as a Cluster or enquiry group of studiers establish a resource bank of Support Networks for parents of Neuro Diverse students in the central Auckland region.
Ensuring my liaison school SENCo are aware of and using the terminology with whānau, colleagues and in their Requests for Support.
The TED talk from Jason Edgecombe (2015) was compelling. His anger at the injustice of being given a label that was so clearly destructive. We must always strive to find ways to increasingly put the student at the centre of what we do - their voice should inform our goals, whilst being respectfully challenged to venture out of the comfort zone.
Brainstorm of my learning to show a summary of the overview of Autism. 4th March 2022.
Key Insights
When watching the TED talk by Vaishnavi Sarathy (2019)' Who decides how smart you are?', I have to admit that if I had seen her son, I would have made the same assumption (with empathy). Why empathy?
Keeping an open mind at all times is so important to the development of humankind, not only so that we can progress as a species but so that we can progress with dignity and compassion and understanding.
Where would we be if we didn't accept and listen to diverse minds such as Albert Einstein?
The Reading from the Institute for the study of the Neurologically Typical (Bronlow 2010) reminded me that at times we need to take a step back in our meetings (especially when teachers are very deficit thinking because they are struggling and care) and flip the korero on it's head. " So, what would it look like if Joanna cut her book up to make characters but then presented all her amazing ideas and vocabulary to the class?" "How cool would that be? "
Collaborating with Year One Study Group in Cluster 7 to consider the Autism overview and direct our learning as a group. 11th March 2022.
Learning Intention:
1. To share our thoughts and to reflect on the Autism overview module
2. To consider next steps in our learning and assign tasks
Key Insights into our Takiwātanga learning :
Several of the group particularly interested in the cultural lens
Terminology is also a key consideration
Olivia: " do we assume that others see Autism the same way we do?"
Louise : facilitation and brainstorm
Deb: " significant cultural considerations for a family I am working with who are Indian" but I'm finding it hard to find information".
Liz: " The family voice is a great resource".
Roddy:" From a samoan perspective, the terminology has been very negative but historical. I want to be proactive in encouraging and understanding Autism - to see it as beautiful - as a gift".
Tasks :
Invite Grace Harrison (Practice Leader Cluster 7) to meet with the study group online for a Q and A session.
Invite Roddy's cousin ( Theresa Tongi) from Autism Connex to have a talanoa with the study group later in March
Invite another cluster 7 colleague to share with us from an Indian perspective.
Louise to set up a Google doc of Autism Support Services in Auckland central. Share with group to add to for a Cluster 7 resource for the shared drive. (see below)
Record your questions for Grace
(Gaining perspective as a teacher, RTLB, IYP facilitation and parent)
What are your go-to available services and resources in Auckland?
How would you initially navigate the cultural lens of an autistic child? (What cultural background would you need to research).
How important is the language we use, and the unconscious assumption that it can carry, when working with a person with autistic tendencies? (relate to Ted Talk Vaishnavi Sarathy)
If a team is working collaboratively what is our role in having realistic expectations without limiting possible outcomes? How can we help frame goals and strategies that are open enough to lead to success in places that we might not have predicted, yet still meet the specific requirements of a team.
We know that we need to encourage a variety of options, choices and opportunities for our learners at school, but we also know they often don’t fit into the typical’ norm’ of school assessment. Any suggestions on how best to navigate this?
Collaborative Study Group questions for Grace Harrison, Practice Leader, Autism, Cluster 7. Zoom 21st March 2022.
Q and A session. YR. 1 Study Group and Grace Harrison. 21 March 2022.
Q an A session with Grace Harrison. Cluster 7. Autism information sharing 21st March 2022
Key Insights:
ILE's do provide more options - the problem is that they run as seperate classrooms, leading to noise. (see document, ILE's in Primary and Autism)
The central learning area should be the quiet zone and the 'break out' area's should be for more activity and noise.
Autistic learners need to feel safe.
Small steps provide safety.
Always need to have the relationship teacher to connect them with.
At secondary level, out Autistic learners can now get adapted assessment conditions.
Get SAC automatically and a reader /writer.
Writing output is often a key issue for teachers - learners can't filter the information because they are thinking too fast.
Visual planning is so important
Use KEY WORDS
Visual planners such as Venn diagrams to support visual learning
video1021534848.mp4
Autism Support Services. Celebrating Takiwātanga. Study Group collaborative resource made for Cluster shared drive. 2022.
Supporting students with ASD in ILE's. Grace Harrison. RTLB Cluster 7 shared document which I intend sharing with several of the teachers I am currently supporting. I particularly like the opening and closing routines at the beginning and end of lessons -all just simple good practice reminders which will benefit all learners in the space.
Cultural Perspectives on Autism. Reflections from an Indian perspective with RTLB Jo Franklin, Cluster 7 Study Group.March 25th 2022
Key Insights:
Jo explains that the Indian perspective can not be generalised - vast population, split into urban and rural (1.3 billion people in India)
In India, it is often seen as a deficit - shameful and blame goes to the mother who can be shunned. More support now, particularly in urban centres and if you can pay to have your child included.
In the N.Z context, often a lot of denial or attempts to cover it up.There may be immigration implications.
Power of word of mouth in the Indian community in N.Z is very strong. Families come to realise that Autism is valued in N.Z, support is available and children are included in N.Z schools.
References:
Reading:
Bronlow, C. (2010). Re-presenting Autism: The Construction of ‘NT Syndrome’. The Journal of medical humanities. 31. 243-55. 10.1007/s10912-010-9114-4.
Media:
ABC News. (2012). Non-verbal girl with autism speaks through her computer. Youtube. https://youtu.be/xMBzJleeOno
Altogether Autism. (2019). A time and space for Takiwātanga Ted Talks. (2015). Do you always read the label? When diagnosis can suppress recovery. Jason Edgecombe. Youtube. https://youtu.be/EFF0-a8iMs4
Franklin, Jo. RTLB Cluster 7, Korero with Cluster 7 Year one study group, 25 March 2022.
Harrison, Grace. Practice Lead, Autism Korero. Cluster 7, March 21,2022.
Ted Talks. (2019). Who decides how smart You Are? Vaishnavi Sarathy. Youtube. https://youtu.be/tjc2rRsORHk
Module: Neuro Diversity Overview
Landscapes of Neuro diversity
Neuro diversity is Brain Diversity: Reflections on the Video clip of Sara - Jane Harvey (2019) Founder of Agony Autie.
Sara -Jane Harvey is a strong advocate for valuing the diversity of a workforce to embrace and value neuro diverse thinking . She quite rightly highlights the various disciplines that are only able to make the massive advances that they are because of the diversity of their workforce. She reminds us of the strengths and advantages of having a neuro diverse workforce:
Individuals who are neuro diverse thinkers have a hyper focus
They have an incredible attention to detail
They are able to intensely focus on aspects of their work
She talks about the " myth of normality" (Harvey, 2019) and parallels this concept to the way that we historically behaved towards and described homosexuality.
Key Insights :
Much of our work as RTLB is working in modern learning environments (ILE's). These spaces have been designed to enable collaborative working spaces. They have quiet 'break out' spaces. Many of the students we work with find these spaces very challenging. They struggle with the over stimulation, the noise, the amount of people around them and the constant change. We are constantly trying to support students to adapt to an environment that has been imposed on them rather than the other way around and yet these are 'modern', " innovative' and 'collaborative' spaces.
Sara- Jane Harvey talks about a neuro diverse workforce needing quiet rooms and sensory rooms. Many schools and wonderful teachers set up spaces within the ILE that are quiet and they often have spaces where there might be a tent or more sensory focused spaces. This happens more in the primary context. By the time students reach Intermediate school, this would be rare. Secondary schools in Auckland typically house thousands of students. I'm not sure that our architecture in our ILE's or our very modern newly built secondary schools have been thought about in terms of being a positive neuro diverse environment, although they are championed as being 'state of the art'.
Perhaps it's more about how school leaders can ensure that the buildings they do have are set up to best cater to a neuro diverse student community.
What this might mean for my Practice as an RTLB:
Celebrating the richness of diversity and finding creative ways to engage these learners.
In terms of recognising the phenominal talents and abilities of students who are able to think in a neuro diverse and exceptional way:
Over the last two years I have grown my awareness of the MindPlus programme in Auckland central and I am actively advocating for some of my students to have the chance to enrol. Within the school environment, it can be challenging to find creative ways for student engagement and work 'output' for conventional assessment. I currently have a student who is Gifted but has entrenched work avoidance. I've done a lot of research into this area to better understand the barriers and to be able to advise teachers on strategies.
My next step with this current request for support will be to contact the previous teacher from MindPlus and invite her to meet online with key subject teachers from the current secondary school context. I am hoping to enable her to share her experience and expertise with regard to using strategies to engage students who have entrenched work avoidance.
The parent of this student works in closely with me and also shares her learning and research with me. Last year, she shared the following link about Pathological Demand Avoidance with the kaiako and myself: (Shared in the Mahi section of Specialist Teaching Programme 18th March 2022)
Understanding Pathological Demand Avoidance ( Thompson 2020) : The Neurodiversity podcast by Emily Kircher-Morry (2020)
This enabled me to better understand my learner and to use some of the strategies discussed in the pod cast when working alongside the kaiako at Intermediate. The student has just transitioned to secondary and I hope to refer to this learning when I meet with teachers online this term to best support this very diverse and complex student.
In particular, the main points being:
PDA is common amongst learners who are twice exceptional
An anxiety driven need to stay in control
Refers to the extreme tendancy to avoid everyday demands of life
Students can be impulsive and misunderstood
Can easily withdraw into the fantasy world and form obsessions
Resist everyday demands
Very little research on PDA
Learners need a flexible and creative approach
The relevance of this podcast is that I will be able to share this information with key subjects teachers at one of our secondary schools this term to facilitate a better understanding of the learner who displays these traits.
I have another student currently who is Gifted in communication but struggles to write more than a few words on a page for a writing task and becomes upset and overwhelmed.
It's so important to return to the strengths of the individual. In meeting with teachers and whānau to make a collaborative action plan, my mantra has emerged as:
"This is the phenominal strength you have in your classroom, how can we play to those strengths? Now, let's make a plan of how we think we can do that."
To reflect, I received an email from the teacher on 17th March to give feedback. He commented on celebrating the learners work since our hui, with goals being met, mind map complete and spelling words written in his book. Great stuff!
What impact will my stance have on my community of learners?
In reflecting on the introduction to the module by Maximiliano Pierret and Max's discussion during the Zui on Tuesday 15th March about labels and terminology. I've thought about and reflected on how frequently the requests for support that come in from school SENCo are frequently so deficit focussed and how I can try to effect change.
The written description of the learner invariably uses labels and although I always rewrite it for my correspondence to schools and whānau, it is automatically generated to re-appear in every document for every part of the practice sequence.
Earlier in the day on 15th March, I rewrote one of the these descriptions (as a learning task) to use terminology that was more holistic and strengths based, removing all labels and referring to the student as being neuro diverse.
Key Insights: Championing and shifting terminology
After listening to Max Pierret (Massey University) talk during the Zui on the same afternoon, Max talked about having a holistic and ecological view. He went on to say that " there is no such thing as a neuro diverse student -only a neuro diverse environment". ( Pierret, M, 2022, 15 March)
That was a hmmmmm moment - had I completely mis interpreted my learning and thinking about terminology?
Max went on to talk about neuro divergent considerations and that some people want to have labels because it gives them pride in who they are. There were comments in the Zui chat about the connection between labels and funding and reflections on how that can be a professional conflict. We want to work in ways that are strength based but if we are writing an application for ORS funding, it is entirely deficit based. We use labels to get a funding result to best resource a learner who needs on going support and funding.
I think my SENCo use labels not to be deficit in their thinking, but to indicate to RTLB colleagues what kind of expertise and experience they may be wanting for this learner through the support referral.
Task/ challenge: How can I work alongside my SENCo to describe a learner with a strengths based perspective, whilst indicating the ways in which the learner's thinking is so diverse and unique?
Labels can be helpful at times - it doesn't always have to be based in deficit thinking.
All behaviour is a form of Communication.
What is that behaviour telling us?
In reflecting on the video featuring Elaine Halligan (2019) talking about her parenting journey, it reminded me of some of the situations we had as parent educators on my Play centre journey. As I reflect on some of the challenges we had, it reminded me of the work of Jean Piaget, theorist, and how this relates to the concept of the neurodiverse environment. His theory of cognitive development is that children go through stages of intellectual growth. He believes that certain behaviours that may be seen as the child being 'naughty' are an expression of that intellectual journey and exploration.
Play Centre Association N.Z
UDL - Universal Design for Learning
The key concept in the article UDL - A blueprint for Learning Success ( Spencer, Salend and Whittaker, 2017) is that educational architects can: 'begin to design classroom activities by seeking to understand each student’s academic, behavioural, and social strengths, challenges, preferences, and interests, as well as their cultural, linguistic, and experiential backgrounds'.
My Pedagogy - creating a classroom for the success of learner diversity
Empower learners to lead, where ever possible.
See the teacher as facilitator.
Encompass and embed the true spirit of Tuakana Teina throughout every learning activity and opportunity.
Design activities that have choice - play to strengths.
Encourage and facilitate opportunities for learners to 'present' their work - speech, voice recordings, drawings, bullet points, drama, and slides.
Use technology to demonstrate strength - book creator, voice-text, audio books, voice recorder, graphic organisers.
Utilise the arts -music, performance, speech, visual art and play as a valued component of every day.
Use discussion based forums and role play to resolve, discuss, share and set goals as a learning community.
References:
Readings:
Salend, S. J., & Whittaker, C. R. (2017). UDL: A Blueprint for Learning Success. Educational Leadership, 74(7), 59–63. Academic Search Premier
Media:
Elaine Halligan (2019). Neurodiversity is a super power not a problem. TED Talk. https://youtu.be/ybaXjnA8iwk
Emily Kircher - Morry (2020): The Neuro Diversity Podcast /3/4/episode-54
Sara-Jane Harvey (2019). Neurodiversity Is Brain Diversity. https://youtu.be/Qd6St0WLRw8
Playcentre Association, N.Z www. playcentre.org.nz
Module: Choice: Inter professional Practice
Korero Post 25th March 2022. Reflections on my own Inter professional Practice currently.
Currently working to support a student who has previously had ICS funding and has moved onto Intermediate for 2022. The transition support has effectively included advice and strategies from the Resource Teacher, Low Vision in partnership with the transition information I have collated. and student profile information. In closing the request for support and thinking about 'next steps', I have noticed gaps. The A.T that the student has, needs to relate specifically to the learning goals for the student. The learner is currently reading at an approx age of 6 years. He needs lower level readers with large text font but high interest, age appropriate content.
On reflection, my Transition Review meeting could have been facilitated by both myself and my colleague from Low Vision who is also studying this year.
Key Insights
Mindmap of Interprofessional Practice module summary. 25 March 2022.
From reading Chapter 12, Interprofessional learning and it's contribution to Inclusive Education ( Mentis, M., Kearney, A., & Bevan-Brown, J. 2012) and my own thoughts and reflections from the module presentations:
Key take aways: Effective Interprofessional Practice involves:
Being mokopuna and whānau centred
Supporting diverse needs
Careful listening
Working across disciplines and areas of expertise
Looking for shared opportunities and challenges
Learning from and with others
Poor communication is a barrier
Involves learning with, from and about each other
Develop a shared understanding
Co construct knowledge
Increased accountability
Better outcomes for learners
Professionals feel more confident and competent (we present as a united wall of support, relying and depending on each other's expertise and competence)
References:
Readings:
Mentis, M., Kearney, A., & Bevan-Brown, J. (2012). Interprofessional learning and its contribution to inclusive education. In S. Carrington & J. MacArthur (Eds.), Teaching in Inclusive School Communities (pp. 295-312). Australia: John Wiley & Sons.
Module: Choice. Reflective Practice
Mind Map summary - Reflective Practice module 25th March 2022.
Argyris' Ladder of Inference relates directly to our RTLB Practice Sequence and the stages of our mahi.
The Ladder of Influence -
( Psychologist Chris Argyrs 1970)
The ladder :
Conclusions
Existing Assumptions
Prior experience
Beliefs
Observations
Data
Key Insights
The Te ao Maori approach is for me both spiritual and common sense.
The benefits of being self reflective:
To be aware of how I influence others
It's a way of being mindful to myself
It enables us to consider ways to improve our practice
Disadvantages:
The potential to be overly self critical without balancing out the positives
Video reflections from the Ethics Centre:
Ethics: the conscious practice of making and justifying decisions.
Key Takeaway: BIAS: Am I guilty of sometimes ignoring ideas that don't support my way of thinking when we meet to plan collaboratively for a student?
To not listen or take on board other's suggestions can be a mistake.
Korero Post 25th March 2022: Reflective Practice.
Going through the module and reading Reflective -Practice (Zalipour, 2015) made me reflect on life and experiences that shaped my journey as a new teacher at Ngā Tapuwae College in Mangere, South Auckland. It also reminded me a timely fashion of the meaning of Ngā Tapuwae and how powerful these early teaching experiences were. Reflective opportunities with our learners can also be so powerful, either in the moment or as a planned activity for restorative justice. It might be a consideration to include a learner reflection into our post data for our RTLB work: What did you learn about yourself?
In the ELBS video of Kolb's stages of experiential learning ( 2019, aug 3), it outlines how the stages are used as a reflective practice learning cycle. The four key stages of the cycle being:
Experiencing
reflecting
Thinking
Acting
This directly correlates to the reflective part of our practice sequence when we gather for our talanoa /hui to celebrate success. The 'acting' part of Kolb's sequence is essential. We want to celebrate the learner's success but then we must make next steps and act. Without this part of the reflection, the mahi is not sustained and our support becomes 'watered down' and we collectively lose mana in our work, especially for the learner.
References:
Readings:
Zalipour, A. Dr. (2015). Reflective-Practice, Teaching Development Unit. University of Waikato.https://www.waikato.ac.nz/__data/assets/pdf_file/0006/360861/Reflective-PracticeJune-2015.pdf
Media:
EBLS (2019, Aug 3). 8 Things to know about the Experiential Learning Cycle. https://www.youtube.com/watch?v=v74nRbWSNqk&feature=emb_title&ab_channel=EBLS
Module: choice. Inclusion
Collaborative Jam Board Korero. Inclusion Module. refection Year 1 Study Group. 1st April 2022.
Key Insights:
The United Nations Convention on the Rights of Persons with Disabilities, International Convention which N.Z adopted in 2008. Promoted:
Access, inclusion, empowerment, equality and the right to education.
In collective reflection of the learning from the module, the reading from Inclusion London, The Social Model of Disability (2015) and from our Talanoa online with Roddy's Cousin Theresa Tongi, founder of Autism Connex, March 31st 2022.
Korero with Theresa Tongi, Austism Connex, April 1st. 2022.
Theresa Tongi (Autism Connex) said " It's all about celebrating our children "
and
" Listen, and trust that they are telling the truth".
Key takeaways from our korero with Theresa Tongi, Connex Austism.
Families can use their Carer Support money to pay for T.A's
Families can use the Family Funded Care Grant to pay themselves as carers. Parents funded to care for their families. Takes the financial pressure off whānau.
Changes take so long in the system
Funding can be a real barrier
T.A work so valuable in schools but under recognised and underpaid
Enabling Good Lives - new initiative providing mentoring and guidance to families for support.
ORS funding so hard to get - a real barrier to inclusion.
What it might mean for my practice: Our Cluster 7 SEL Inquiry Group Wero. 2022.
That as part of our Cluster 7 Inquiry in 2022, that the SEL group which Roddy and I are in, need to move forward with initiating using student voice as the first, leading and guiding component of our hui cluster template with schools and whānau. We can do this by advocating that our meeting templates change (again) to reflect this practice and by modelling to the cluster this year as well as in our talanoa /hui gatherings.
References
Readings:
Inclusion London (n.d) The Social Model of Disability retrieved 7/12/20 from https://www.inclusionlondon.org.uk/wp-content/uploads/2015/05/FactSheets_TheSocialModel.pdf
Tongi, Theresa. 2022, April 1. Connex Autism, Korero with Cluster 7 Year 1 study group.
Module: Choice. Ethics
Key Insights
Ethical issues need to be raised in schools and young people need opportunities to learn, share, reflect and discuss.
It's really important to also provide safe forums for this learning such as Circle Time as a regular and weekly part of the curriculum as part of our SEL.
All learners need the opportunity to practice and learn the skills of ethical decision making - role play and hot seating.
What it might mean for my practice:
Consideration to using student voice to guide our hui template but collecting student voice in a manner which is authentic yet safe. It's so easy to get into tricky territory.
References:
Media:
Burroughts, M. (2016, Apr 4).The Significance of Ethics and Ethics Education in Daily Life. Tedx Talks. https://www.youtube.com/watch?v=_8juebyo_Z4&feature=emb_title&ab_channel=TEDxTalk
Critical Reflection of the Domain 1 Learning Journey.
13042022150518-0001.pdfOverview of Domain 1 PLP and Arotaki, April 2022
Key Insights:
Of particular note is the korero and learning with Max and others around AS - terminology, strategies to implement within ILE neuro divergent environments and support for families (in addition to the ones I was already aware of).
The overall theme in my learning from Domain 1 that continues to crop up, is that the voice of the child needs to not only inform our practice (more fully) but that we need to find ways that student voice can lead our practice. This is my TAKE AWAY for Domain one.
" Listen and trust that they (children) are telling the truth". (Theresa Tongi, April 1st 2022)
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